Designing a Curriculum for Professionalism and Ethics Within Radiology

Kelly, Aine Marie; Mullan, Patricia B.

doi:10.1016/j.acra.2018.02.007

Cited by 16 publications

(17 citation statements)

References 38 publications

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“…167,169,170 Professionalism can be conceptualized differently based on virtues, personal attributes, behaviors, and identity formation processes. [171][172][173][174] Some see professionalism as a unidimensional entity while others view it as a construct that encompasses everything a doctor needs to fulfill the job. 171 Some think that professionalism is a commitment to lifelong self-directed learning for improvement, demonstrating compassion and respect to patients, yet some frame professionalism under a legal and regulatory model.…”

Section: Teaching Professionalismmentioning

confidence: 99%

“…171 Some think that professionalism is a commitment to lifelong self-directed learning for improvement, demonstrating compassion and respect to patients, yet some frame professionalism under a legal and regulatory model. 171,172 It is a concept in flux. 175 Professionalism is essentially unteachable from the perspective of those who define professionalism as an attitude.…”

Section: Teaching Professionalismmentioning

confidence: 99%

“…167,168 The mainstay for teaching and assessing medical professionalism has focused on professionalism as competencies that can be observed and described by behaviors, traits, and roles. 167,172,174 According to the ACGME milestone framework, professionalism competencies involve strong interpersonal and communication skills as well as commitment to, and care of, others and oneself, which are separated from the medical knowledge competency. 176 Nonetheless, some scholars believe that specialty expertise, including medical knowledge and clinical skills, is a key component of professionalism and that it is artificial to differentiate between medical knowledge and professionalism.…”

Section: Teaching Professionalismmentioning

confidence: 99%

“…168 Another challenge in teaching professionalism is the difficulty in standardizing a formal curriculum, as much of professionalism is learned through "hidden curricula," the informal curricula that cultivate alternative norms, values, attitudes, and domains of learning. 169,170,172,177 Sometimes formal and hidden curricula contradict each other and create confusion, misunderstanding, and even cynicism in learners. 172 Diversity in the perception of professionalism due to generational and cultural differences also add to the challenge in the design, implementation, and evaluation of a curriculum.…”

Section: Teaching Professionalismmentioning

confidence: 99%

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Learners and Luddites in the Twenty-first Century

et al. 2019

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Anesthesiologists are both teachers and learners and alternate between these roles throughout their careers. However, few anesthesiologists have formal training in the methodologies and theories of education. Many anesthesiology educators often teach as they were taught and may not be taking advantage of current evidence in education to guide and optimize the way they teach and learn. This review describes the most up-to-date evidence in education for teaching knowledge, procedural skills, and professionalism. Methods such as active learning, spaced learning, interleaving, retrieval practice, e-learning, experiential learning, and the use of cognitive aids will be described. We made an effort to illustrate the best available evidence supporting educational practices while recognizing the inherent challenges in medical education research. Similar to implementing evidence in clinical practice in an attempt to improve patient outcomes, implementing an evidence-based approach to anesthesiology education may improve learning outcomes.

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Section: Teaching Professionalismmentioning

confidence: 99%

Section: Teaching Professionalismmentioning

confidence: 99%

Section: Teaching Professionalismmentioning

confidence: 99%

Section: Teaching Professionalismmentioning

confidence: 99%

See 2 more Smart Citations

Learners and Luddites in the Twenty-first Century

et al. 2019

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“…This education is effective when it is included in the formal curriculum of the faculties [16]. Although we can teach professional ethics formally in the class and informally in small groups, standardization of the professional ethics curriculum is a burdensome task due to unique professional experiences and interactions [17].…”

Section: Introductionmentioning

confidence: 99%

The role of hidden curriculum in the formation of professional ethics in the Iranian medical students

Safari¹,

khatoni²,

Khodamoradi³

et al. 2020

Preprint

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Background: Professionalism and medical ethics are a vital quality for doctors, which has been taken into account seriously in recent years. Perception of the factors affecting professionalism may help to develop more efficient approaches to promote this quality in medical education. Objective: This study was aimed to explain the role of hidden curriculum in the formation of professional ethics in the Iranian medical students. Methods: This qualitative study was performed on 15 medical interns using grounded theory. Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Results: The analysis of the participants’ interviews and reduction of findings using common themes yielded one class and four categories as well as a number of concepts as the role of hidden curriculum in the formation of professional ethics in medical students. The categories included the role of modeling in the formation of professional ethics, role of education in formation of professional ethics, role of environmental factors in the formation of professional ethics, and role of personal and inherent attributes in the formation of professional ethics. Conclusion: The curriculum developers and medical education authorities need to proceed in line with the findings of the present study to provide a proper learning environment in which the modeling, learning, and teaching conditions and supportive environmental atmosphere are taken into account in accordance with the inherent and individual characteristics of the learners in order to guarantee the formation of professional ethics in the medical students.

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What Is Health Services Research?

Rawson

Cronin

2018

Academic Radiology

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Designing a Curriculum for Professionalism and Ethics Within Radiology

Cited by 16 publications

References 38 publications

Learners and Luddites in the Twenty-first Century

Learners and Luddites in the Twenty-first Century

The role of hidden curriculum in the formation of professional ethics in the Iranian medical students

What Is Health Services Research?

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